Describe Stiggins’ five-step process of classroom assessment development:
1. The development of clear purpose
As a teacher, one needs to have a clear purpose for classroom assessment. They should have an understanding of who will use the results and how they will be used. Having a clear purpose in assessment requires teachers to use resuts both summatively and formatively and have a plan to integrate them in the classroom long term.
2. The development of clear learning targets
In the development of clear learning targets, teachers need to know that all assessments should be tied to instructional objectives/benchmarks
that they should have a plan to assess all benchmarks throughout the year to make learning and assessment meaningful.
3. Principles of sound assessment design
Some of the principles of sound assessment design include incorporating assessment questions that use the six different levels of Bloom's Taxonomy. Teachers should try to avoid anything which could introduce bias to the assessment process. Teachers write assessment questions of all types.
4. Effective communication of assessment results
Here, Assessment results are managed well and communicated effectively. Teachers need to select the appropriate and best reporting option, interpreting and using standardized test results correctly. All results and information must be communicated to students, their parents, and other stakeholders in outside the classroom
5. Strategies to involve students in their own assessment
Students must play a role in assessment of their work. Teachers must involve students in communication about their learning and help them recognize their learning targets.
Scenario: You are a new principal of a (K-5, K-8, 5-8, 9-12—take your pick) school. How will you introduce Stiggins’ 5-step assessment model to your faculty?
Personally, as a K-8 principal, I would most likely introduce this to a few teachers to begin with-teachers I know who are open and receptive to change as well as working to improve. I would use a few 1/2 day inservices to study Stiggins with the staff and plant the seed of good assessment so that, as a school, we could begin at the beginning of the next school year, or so that teachers have the summer to ingest the information and change some of their current assessment strategies.
What professional development activities will you need to provide to insure: (isn't it ensure?)
a. Teacher buy-in to the process?
I'd probably want an expert in Stiggins and his 5 steps to reinforce what I'd introduced the previous year. Also, knowing someone who currently uses the process and has had marked improvements in their classroom would help. My focus at the start of the new school year would be a 2 day workshop with these types of people, followed up with additional 1/2 day inservice or faculty meetings to continue to study and discuss the Stiggins 5-step process.
b. Improved student achievement results?
Again, this is probably the followup meetings, inservices, and casual conversations that would take place throughout the year. I'd also have teachers place a few of their rubrics and additional assessments in my mailbox to ensure teachers and students are working towards better achievement.
Interview at least three teachers and one administrator and observe how a.) assessment practices are developed in your current (real) school. b. Do they use the Stiggins model? c. Would they consider its use if they do not currently use it?
Teacher 1 responses: a. daily homework grades, quizzes, pop quizzes, group work, tests, standardized tests
b. I do not know who Stiggins is. c. This looks like something we could maybe look into. Will you and get back to me what I ned to do?
Teacher 2 resposes: a. homework, quizzes, 6 week tests, chapter tests-what I was assessed with as a kid. b. Never heard of it. c. We do a lot of that already, I just didn't know some of the jargon. It makes sense to me and I do some of it already.
Teacher 3 responses: a. portfolios, weekly binders, chapter tests, pre and post tests, ocassional unit tests. b. Rings a bell-can you refresh my memory? c. Yes, I use some of those steps, some more than others. I would consider it if I felt stronger about it and know more about it.
Share your plan and the results of your interviews with your EDL 735 classmates at the end of week IV on your WIKI page
II. ACTIVITIES (Research/Practice) Weeks III and IV
Describe Stiggins’ five-step process of classroom assessment development:
1. The development of clear purpose
As a teacher, one needs to have a clear purpose for classroom assessment. They should have an understanding of who will use the results and how they will be used. Having a clear purpose in assessment requires teachers to use resuts both summatively and formatively and have a plan to integrate them in the classroom long term.2. The development of clear learning targets
In the development of clear learning targets, teachers need to know that all assessments should be tied to instructional objectives/benchmarks
that they should have a plan to assess all benchmarks throughout the year to make learning and assessment meaningful.
3. Principles of sound assessment design
Some of the principles of sound assessment design include incorporating assessment questions that use the six different levels of Bloom's Taxonomy. Teachers should try to avoid anything which could introduce bias to the assessment process. Teachers write assessment questions of all types.
4. Effective communication of assessment results
Here, Assessment results are managed well and communicated effectively. Teachers need to select the appropriate and best reporting option, interpreting and using standardized test results correctly. All results and information must be communicated to students, their parents, and other stakeholders in outside the classroom
5. Strategies to involve students in their own assessment
Students must play a role in assessment of their work. Teachers must involve students in communication about their learning and help them recognize their learning targets.
Scenario: You are a new principal of a (K-5, K-8, 5-8, 9-12—take your pick) school. How will you introduce Stiggins’ 5-step assessment model to your faculty?
Personally, as a K-8 principal, I would most likely introduce this to a few teachers to begin with-teachers I know who are open and receptive to change as well as working to improve. I would use a few 1/2 day inservices to study Stiggins with the staff and plant the seed of good assessment so that, as a school, we could begin at the beginning of the next school year, or so that teachers have the summer to ingest the information and change some of their current assessment strategies.What professional development activities will you need to provide to insure: (isn't it ensure?)
a. Teacher buy-in to the process?I'd probably want an expert in Stiggins and his 5 steps to reinforce what I'd introduced the previous year. Also, knowing someone who currently uses the process and has had marked improvements in their classroom would help. My focus at the start of the new school year would be a 2 day workshop with these types of people, followed up with additional 1/2 day inservice or faculty meetings to continue to study and discuss the Stiggins 5-step process.
b. Improved student achievement results?
Again, this is probably the followup meetings, inservices, and casual conversations that would take place throughout the year. I'd also have teachers place a few of their rubrics and additional assessments in my mailbox to ensure teachers and students are working towards better achievement.
Interview at least three teachers and one administrator and observe how a.) assessment practices are developed in your current (real) school. b. Do they use the Stiggins model? c. Would they consider its use if they do not currently use it?
Teacher 1 responses: a. daily homework grades, quizzes, pop quizzes, group work, tests, standardized testsb. I do not know who Stiggins is. c. This looks like something we could maybe look into. Will you and get back to me what I ned to do?
Teacher 2 resposes: a. homework, quizzes, 6 week tests, chapter tests-what I was assessed with as a kid. b. Never heard of it. c. We do a lot of that already, I just didn't know some of the jargon. It makes sense to me and I do some of it already.
Teacher 3 responses: a. portfolios, weekly binders, chapter tests, pre and post tests, ocassional unit tests. b. Rings a bell-can you refresh my memory? c. Yes, I use some of those steps, some more than others. I would consider it if I felt stronger about it and know more about it.
Share your plan and the results of your interviews with your EDL 735 classmates at the end of week IV on your WIKI page